下列有关表述不符合党的十九大报告原文的是（　　）。

A、中国特色社会主义道路是实现社会主义现代化、创造人民美好生活的必由之路

B、中国特色社会主义理论体系是指导党和人民实现中华民族伟大复兴的正确理论

C、中国特色社会主义制度是当代中国快速发展的根本制度保障

D、中国特色社会主义文化是激励全党全国各族人民奋勇前进的强大精神力量

在下列化合物中，只有在溶液状态才能导电的电解质是（　　）．

A、NaCl

B、甘油

C、H2SO4

D、NH4HCO3

Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following is closest in meaning to the underlined word "accommodate" in Paragraph 4?

A、Adapt.

B、Match.

C、Accept.

D、Understand.

升高温度时，C的量增加，此反应（　　）．

A、是放热反应

B、是吸热反应

C、没有显著的热量变化

D、原化学平衡没有发生移动

从所给的四个选项中，选择最合适的一个填入问号处，使之呈现一定的规律性：

A、

B、

C、

D、

小刘是环保志愿者组织“拯救地球”的成员，由于身患重病，不能到上海做世博会志愿者，而该组织其他成员都获得了上海世博会志愿者的资格。由此可以推出（　　）。

A、上海世博会志愿者都是“拯救地球”的成员

B、小刘是“拯救地球”的成员，但未获得上海世博会志愿者资格

C、如果有人是上海世博会志愿者，又是“拯救地球”的成员，他一定不是小刘

D、如果有人是“拯救地球”的成员，但不是上海世博会志愿者，他一定是小刘